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Teaching/Learning Companion Ontario

Teaching/Learning Companion Ontario

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Published by bgeller4936
education, teaching/learning, elementary, middle school
education, teaching/learning, elementary, middle school

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Published by: bgeller4936 on Mar 27, 2010
Copyright:Attribution Non-commercial


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The jigsaw is a cooperative learning strategy that provides opportunities for students to gain
a variety of perspectives and insights by participating in a specialized group and then by
sharing and integrating what they learned in their “home” group. The jigsaw is used to help
students acquire an overview of a range of material or opinions. It enables expertise to be
developed, recognized, and shared within a group and encourages a high level of student
participation. The strategy may provide a review of previously learned material or identify
questions or problems within an issue or topic. The jigsaw supports risk taking and the
development of interpersonal skills and abilities.


The teacher:
• allows considerable time for students to understand the process;
• organizes the learning materials in advance, sets goals, outlines steps, and sets the time

• may use the jigsaw strategy primarily in two ways:
(a) material is divided into sections, and each of the numbered groups is assigned a
section to learn, explore, and then report to the home group;
(b) the class shares a common learning experience, and the specialized groups take
different approaches in analysing or responding to this experience (e.g., by creating
a drama presentation, writing a poem, posing a problem and presenting a possible
solution for home group discussion);
• assesses student learning through continual observation and adjusts programming


The jigsaw:
• requires students to have experience in accurate teaching of information to the home
group, and also requires the use of active listening skills;
• requires the topic to be kept simple, if used for a short time frame (e.g., 30 to 60
• can be applied in a variety of contexts and across all curriculum areas;
• works best when students have experience and skills in working collaboratively;
• is useful for students who are shy or lacking confidence;
• may be useful to help students who are developing English as a second language;

Ontario Curriculum Unit Planner: Teaching/Learning Strategies Companion © Queen’s Printer for Ontario, 2002


• requires careful teacher monitoring and skilful intervention.



describe Canada’s involvement in various trade organizations (6z29)

The teacher divides the students into five or six groups. Each member of the group is
assigned a different number and joins an expert group. Each specialized group researches a
trade organization to which Canada belongs and answers a number of questions. Students
return to their home groups to share information on Canada’s role in various trade
organizations and complete individual organizers on these organizations.


investigate the ways in which Canada participates in space research and international
space programs (e.g., the International Space Station, telecommunications, satellite

The teacher divides the class into five home groups. Each member of the group picks a
number and joins a different specialized group (i.e., all 1’s together, all 2’s together, etc.) to
find and process information related to one way that Canada participates in space research
(e.g., Group 1 researches the International Space Station, Group 2 researches
telecommunications, Group 3 researches satellite technology and so on). The students
return to their home groups and report their findings in a five-minute oral presentation.

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